Professional Seminar Bucharest 6-10 October 2008 “Assessment: From Programmes to Profiles,...
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Transcript of Professional Seminar Bucharest 6-10 October 2008 “Assessment: From Programmes to Profiles,...
![Page 1: Professional Seminar Bucharest 6-10 October 2008 “Assessment: From Programmes to Profiles, Exchanging Best Practices”](https://reader030.fdocuments.us/reader030/viewer/2022032723/56649f535503460f94c7791a/html5/thumbnails/1.jpg)
Professional Seminar Bucharest
6-10 October 2008
“Assessment: From Programmes to Profiles, Exchanging Best Practices”
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Overview
• Background
• Education and Training Systems
• Operational focus
• Drawbacks
• Common Ground
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Context
In the beginning, when God created all things, he looked upon his creation and said, “It is good.”
An Archangel asked, “God, what do you mean by good? What are your criteria? On what data do you base this judgment?”
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Assessment
And thus, on the eighth day, in a blaze of glory, with the archangel trailing flames into oblivion, was the offspring of assessment, the art and science of validation, born.
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Assessment
How do we know when something works?
Mostly by noting how it doesn’t.
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Systems
Narrow Context
• language education and training
(most complex of human behaviours)
• systems approach
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Analysis
Design
Development
Conduct
Evaluation
Validation
Needs Assessment
Typical System
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Meet MoD Requirements Number of candidates on course Success rates Percentage of requirement met
Provide Access to Learning OpportunitiesNumber of accreditation levelsNumber and location of venuesNumber of marketing and information toolsPercentage of documentation in central repository
Program Relevance
measure
indicator
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Program Relevance
Meet Client and User Expectations
Percentage of implementation of graduate feedback
Percentage of implementation of results of employer feedback
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Program Delivery
Qualified InstructorsNumber of qualified professionalsRate of professional developmentRate of involvement in outside activitiesRate of motivationRate of competencePercentage of consistency in teacher training
Linguistic Aptitude of StudentsAverage entry levels
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Program Delivery
SelectionPercentage of qualified nominationsPercentage of enrolment procedures advertised
RetentionPercentage of voluntary terminationsPercentage of involuntary terminations
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Program Coherence
ControlsPercentage of control documents reflecting needs
of MoDPercentage of documents current and completePercentage of documents meeting system principles
Teaching MethodsPercentage of application of best practicesRate of integration of student needsRate of application of measurement tools for assessment of learning
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Program Coherence
Program DeliveryRate of integration of ancillary valuesPercentage of throughputPercentage of completion in time required
Coherent CoursesDegree of skill masteredDegree of coherence: learning activities and standardsDegree of compatibility: general and specific learning activitiesDegree of sequence balance in program elementsDegree of accuracy of assessment and evaluation tools
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Program Management
Instructional LoadClass sizeStaff/student ratioPercentage of office hours to classroom hoursRate of use of student support services
Pedagogical ToolsNumber of resources availablePercentage of resources used
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Program Management
Operating BudgetNumber of special requestsPercentage of accuracy of forecasts
ManagementRate of integration of staff support servicesRate of joint action of program committees and
managementRate of integration of program review recommendations
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Student Assessment
Advances in the last twenty years:• Research methodology• Practical advances• Research into performance affect• The nature of authentic or performance
assessment• Ethics of testing
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Student Assessment
• Performance assessment• Motivation and attitude variables
– Integrativeness, attitudes to learning situation, motivation, integrative orientation, and instrumental orientation, age, availability
• Proficiency Testing• Impact on social structures
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Operations
Our collective focus is operational – all assessment must have a demonstrable correspondence between language test performance and language use in this context
Is an assessment useful in this context?
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Drawbacks
What happens when assessment does not correspond with learning?
Interactivity
Spontaneity
Communication
Exploration
Syntax
Accord
Orthography
Formality
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Common Ground
Basic concepts, vocabulary, and procedures are essential for effective communication within our community of practice – i.e., our teachers and testers and managers and students.
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Learn and Enjoy
Bonne route
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BucharestOctober 2008